This study examined the impact of a multidisciplinary sciences professional development program on teachers' perceptions about inquiry-based science teaching. The participants were 20 middle and high school science teachers who attended three-year summer and academic year Science Institute offered by the University of the Incarnate Word that was funded by the Teacher Quality Grant program. The professional development program emphasized (a) guided inquiry activities, (b) participants' own exploration within the range of given tasks, (c) application of technology, (d) development of a science curriculum aligned with state and national science education standards and (e) discussions of the ways to implement their inquiry experiences in their classrooms. Data sources included pre-post test scores, video recordings, modified lesson plans, reflective journals, portfolios, artifacts, classroom observations, focus group interactions and survey responses. Analysis of the data identified many instances in which the program helped the teachers deepen their understanding of inquiry-based teaching.

Multidisciplinary sciences professional development program for science teachers: Impact on science teaching practices

243rd National Meeting (2012)

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